Improvement Research in Education · Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity

Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity

Title: Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity
Author/creator: Low, David E.
Date: 2017
In publication: Ubiquity: The Journal of Literature, Literacy, and the Arts
Volume: 4
Pages: 6-56
Resource type: en Background/Context
Medium: en Film/Audiovisual
Background/context type: en Conceptual
Keywords: multimodal composing and authorship; graphic novels and comics; multimodal literacies; immigrant students; anti-deficit pedagogy; authorial agency
Open access/free-text available: en Yes
Peer reviewed: en Yes
Language: en-US
ISSN: 2379-3007
URL: Open Access Journal Webpage (Ubiquity: The Journal of Literature, Literacy, and the Arts)
Citation: Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
Cited in: Community-Based Partnerships: Advancing Epistemic Rights through Improvement Research
Resource status/form: en Published Text
Scholarship genre: en Empirical

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